Digital Learning

In the article Computers as Mindtools for Engaging Learners in Critical Thinking, I can see a lot of great tools to help students organise their information, make visual representations of their data, and different ways to arrange their thought processes, all for other KLA’s that are not English. Every image and description in the article lend these mindtools use to science, maths and business studies style subjects to help students articulate their results or organise information. What English needs is a program in which students can write down their thoughts and edit them as they go… I’m sure I have heard of a program like this… ohhh yes that’s right Microsoft Word. While word is not strictly speaking a mindtool, it can be used as one in the English KLA. Having students write up a paper on a particular topic and hand it in digitally, that way the teacher can highlight or annotate the students work to assist them in their writing. The student doesn’t need to rewrite and entire essay, they can look at what has gone particularly wrong and go back through and fix it. Digital mindtools are a fantastic idea but I feel if the teacher does not use one that is appropriate to their KLA they will just be using technology for the sake of using technology.

 A reaction to Katryce’s post Laptop prices reduced to be gained by all!

Katryce, another viable option is to sign up for a laptop lease. lets face it as students it is very rare that we have more that $20 on us at any given time. Even for those students who struggle through working in demeaning jobs still don’t really have the cash to even buy a cheap laptop, so the idea of leasing a laptop for a certain price each week could be very helpful.
Ohhh and just one other thing, for anyone who is technologically savy. getting the cheapo laptop isnt a great idea becausethey do not have the efficiency or capabilities of the higher specification models.

A reactionary post to Libby ’s Collaborative learning environments with Web 2.0

Libby I completely agree with your excitement over the “collaborative learning environment which creates openness and dialogue which traditional classroom can’t provide.” I question to why it can not be provided in a traditional classroom setting. I find it almost heart breaking that students of the digital generation need a medium to truly communicate their thoughts and ideas with one another. Whatever happened to social skills and debate?

A reactionary posting to Cody’s Paper to blogspace – a reaction

Cody, I complete agree with what you and Tom regarding the move from classical texts to blog entries and online articles. I feel these can be useful tool, but not the English faculty should be based around. There is one other major issue here with the use of ICT that has not really been addressed. SPELLING. Students in all two of the schools I have been on prac at have had appalling spelling. Spell checker and MSN-style-language are ruling the way our students learn to spell, and type. This use of ICT is going to lead to the next great change in the English language, and I don’t like it.

A responce to Travis’ post on Digital native or just products of our time?

I agree that the use of technology is a product of our time, just as if I had grown up in a previous generation I would most likely be fairly good at sheering sheep, but I ask you Travis do you think the not knowing how or why is a good thing? I feel it is poor, I would love to know the how and why of my cars engine, that way hen it broke I wouldnt have to pay $360 to get some stupid seal repaired rather I could diagnose the problem and repair the issue myself. The same problem can arise with technology. My mother brought me her laptop this morning and asked me why her Virtual Memory was low, my response was cause she was stupid. After being fair heavily yelled at I took the computer from her and adjusted the setting in windows control panel and fixed it. Without the knowledge of the how or why I wouldn’t have been able to be Hilarious and call my mother a moron AND fix the problem.

There is a problem I have always had with students doing internet research, who is going to teach the students what they can and cannot believe? And how can you be sure what you are reading is the truth? In the article Technology to Support Learning they state that “technologies do not guarantee effective learning.” This is exactly what I believe. There are many legitimate scholarly people who are articulating their opinions on the internet, for example, if a student who is studying The Diary of Anne Frank wishes to research the Holocaust and they go to the internet no matter what they search all the information is presented as equal. The great academics who work for the United States Holocaust Memorial Museum, and have done all the research into the events of WW2 are put at an equal footing with some jerk who has just finished huffing paint and has decided to go on an uneducated rant about how it hasn’t happened. The technology isn’t biased, but it isn’t educated either. Students need to learn to use not just technology to do research, but to go back to books to verify what they are reading.

Students in the digital generation appear to spend too much time in front of the television, computer screen, and playing video games. While I am guilty of all these crimes as well, I still manage to be motivated enough to do my work. I feel that the 6 C’s: choice, challenge, control, collaboration, constructing meaning, and consequences, are all good suggestions (minus perhaps the control bit, I’m making the decision on what and when we are covering a topic). I think even the most unmotivated student wants to be challenged in new ways so that they can expand their skills, and let’s face it prove the teacher wrong where they can successfully. A good way to challenge a student is by giving them a choice of activities. It means they will be getting a variety of activities and not be dying of boredom. Motivating more advanced students with collaboration, constructing meaning and consequences is a good way to further a student’s self regulation.

Once a class has learnt to accept the resposibility for their learning, their motivation to do their work should become self reliant.

In terms of ICT being put to good use in the English classroom I have become aware of several products that use current technology to help further a student’s involvement in a task. The first product I have discovered actually belongs in the primary sector and is a grammar program that teaches students as a game. As students progress through the different levels of grammar the students more rewards for the consistent correct answers and allows their characters to blow up space pirates. The second program is a drawing program, much like good old windows paint, but far more advanced. It is a graphics tablet and it allows students to create digital representations (yes just like we are required to do in the syllabus). The graphics tablet is essentially a digital piece of paper that transfers what you are drawing by hand straight into your computer. Having this technology available could not only encourage students who are not so interested in learning, but could help students develop alternative ways of representing and understanding. The software works as the digital paintbrush, and starts to use a computer to its potential.

This is my responce to the article From Powerful Ideas to Power Point.

Chris’ proof that he can podcast.

            People believe that schools are being left behind technologically which will adversely affect the employment opportunities of students in the U.S. I feel that yes students and schools are going to miss out on great opportunities for future employment, but I don’t think it is because the schools have been left in the 20^th Century but rather that schools have been dumbed down and focus on the wrong things. Schools in Australia have removed many of the classical subjects like European languages and have not replaced them with other languages but rather have moved into subject area such as TAS. To keep up with the 21^st Century markets students need to be able to communicate in a global world, and just because they can speak English does not mean that they should not be able to speak other languages. Students should be taught the cultures of other nations and ways in which the global market works.